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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. E Education of future teachers conceptual approaches, 7 importance of, 7 G Genetics, 13 Geology, 11 Goals as component in syllabus planning, 5-6 for discussion sessions, 15 for laboratory work, 16-17 for nonscience majors, 3-4 student diversity, 3 student testing, 41 student's understanding of science as multi-disciplinary,7 for teaching, 9 Gould, James L., 17 Grading bonus points, 45 criterion-referenced systems, 44 on a curve, 44 of homework assignments, 39, 40-41 inherent subjectivity in, 45 norm-referenced systems, 44-45 See also Assessment and evaluation of students; Testing Grant, Rosemary, 6 Group work collaborative learning, 15-16 context for exploration, 24 disadvantages, 16 discussion sessions, 14-15 grading, 40 H Handouts, laboratory work, 18 Harvard University, 22 Homework grading, 40-41 take-home tests, 42 I Information overload problems of discipline-centered approach, 4 in instructional resources, 47 Information technology educational resources, 47, 51-54 interactive software, 53 Internet, 51 in laboratory work, 18 software selection, 53 teaching resources, 52 World Wide Web, 52 Inquiry, 23 Inquiry-based labs, 73-74 Interdisciplinary courses, 5, 6, 7 Internet, 51 Introductory courses, 4 alternatives/enhancements to lecturing, 10-11 grading policy, 44 J Jones, Maitland, 6 L Laboratory work computer use, 18 context for exploration, 24 cooperative learning in, 18 grading, 39-40 handling student questions, 12-13 improving effectiveness of, 16-19 inquiry-based, resources for, 73-74 planning considerations, 18-19 resources for planning, 17-18 safety, publications on, 75 significance of, for science, 16 teaching assistants in, 19-20 teaching goals, 16-17 teaching technique, 18 use of handouts, 18 Large classes alternatives to lecturing, 10-11 demonstration projects for, 14 discussion sections, 14 Learning allowing time for reflection, 24 best methods for, 4 collaborative/cooperative, 15-16 current conceptualization, 21-22 from exams, 44 fundamental misconceptions as obstacles to, 27, 28-29 overcoming misconceptions, 24 process conceptualizations, research on, 26 relationship with teaching, 2 responsibility for, 55 student evaluations of teachers and, 38 student-teacher relations and, 55-56 styles of, 22-23 teacher's goals for students, 3 traditional conceptualizations of, 21 See also Active learning Lecturing active learning in, 5 alternatives, 10-11 with discussion sections, 14 handling student questions, 12-13 limitations of, 9 opportunities for improving, 11-12 use of demonstration projects, 13-14 M Mazur, Eric, 22 Mentoring, 60-61 Misconceptions as challenges to learning, 27, 28-29 helping students confront, 29-30 helping students overcome, 30-31 identifying, 29 as impediment to learning, 24 resources for dealing with, 32 science fear and math anxiety, 57-58 teaching strategies for dealing with, 29 types of, 27-28 Molecular biology, 13 Multimedia presentations, 11
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